William G. Jehue Middle School
Transcription
William G. Jehue Middle School
William G. Jehue Middle School 2010-2011 School Accountability Report Card Principal Armando Urteaga [email protected] District Administration Harold L. Cebrun, Sr., Ph.D. Superintendent The mission of the Rialto Unified School District is to provide high levels of learning for all students and to inspire people to set goals that maximize their potential. James Wallace, Ph.D. Associate Superintendent, Student Services (9 09 Casey Cridelich Associate Superintendent, Personnel Services Jasmin Valenzuela Robin McIver-Brown Senior Director of Categorical Funding Rhonda Kramer Senior Director of Personnel Board of Education Michael G. Ridgway President Joanne T. Gilbert Vice President Joe Ayala Clerk Joseph W. Martinez Member Edgar Montes Member Kristina Fernandez Student Member www.rialto.k12.ca.us William G. Jehue Middle School Principal’s Message Jehue Middle School is unique in many ways, including being the only Rialto Unified school to serve families from three distinct communities; Rialto, San Bernardino, and Colton. Currently in our twelfth year of operation, we serve approximately 1,420 students in grades six through eight. Our physical plant consists of 45 permanent classrooms, ten portable classrooms, a parent center, a cafeteria/ multipurpose room, a spectacular library, three computer labs, an air-conditioned gymnasium, large athletic field, and administrative offices. We use these superb facilities to provide our students with the very best educational experience in Southern California. Jehue offers specialized educational programs in Gifted and Talented Education (GATE), English Language Development (ELD), Special Education, and Advancement via Individual Determination (AVID). We value and encourage parent/community involvement through our School Site Council (SSC), English Learner Advisory Committee (ELAC), Band Boosters, and Parent Teacher Student Association (PTSA). All our educators pride themselves on providing their students rigorous, standards-based instruction in all academic areas, while offering every student access to divergent educational experiences in the arts and music, career-technical education, and athletics. Doing all of these things allows us to live up to our motto: Giving our best, never settling for less. ucalyptus Ave. • Col E . N ton, 1500 CA Assistant Superintendent, Educational Services District Vision The Rialto Unified School District will be a leader in providing a quality education that prepares all students for their future. 923 24 • Assistant Superintendent, Business Services Felix Avila 77 3 -7 1 2 4 ) 76 Fax 3 7 1 District 42 ) 9 Mission Statement 0 • (9 Community & School Profile Nestled below the San Bernardino Mountains, the City of Rialto lies in the west portion of the San Bernardino Valley. Rialto is fifty miles to the east of Los Angeles and 100 miles north of San Diego. Rialto Unified School District served 27,026 students in grades kindergarten through twelve during the 2010-11 school year. Comprised of 18 elementary schools, five middle schools, three traditional high schools, one alternative high school, one continuation high school, and a community day school, the district offers instruction on both traditional and year-round schedules. Located in the northwestern quadrant of Colton, Jehue Middle School operates on a traditional calendar schedule. The school served 1,420 sixth through eighth grade students during the 201011 school year. The student demographics are illustrated in the chart. 1 Student Enrollment by Ethnic Group 2010-11 Percentage African American/Black 7.7% American Indian 0.2% Asian 1.5% Filipino 1.2% Hispanic or Latino 84.8% Pacific Islander 0.6% White 3.6% Two or More 0.2% None Reported 0.2% Published: February 2012 Discipline & Climate for Learning Class Size The goal of Jehue Middle School’s progressive discipline program is to provide students with opportunities to learn self-discipline through a system of consistent rewards and consequences for their behavior. The school-wide discipline plan, which reflects the district’s behavior code, is implemented in a consistent and positive manner. Well-managed classrooms, and clearly defined expectations and consequences have resulted in an environment where learning flourishes. The chart shows the average class size by subject area, as well as the number of classes offered in reference to their enrollment. Class Size Distribution Classrooms Containing: Average Class Size Parents/Guardians and students are informed of discipline policies at the beginning of each school year through mass mailings, Back-to-School Night, and the Parent/Guardian Information Brochure. Rules are reinforced at assemblies and within each classroom. 09 09-10 10-11 08-09 09-10 586 328 511 6895 8625 Suspension Rate 5662 39.5% 22.3% 36.0% 25.1% 31.7% 21.0% 15 10 7 147 142 77 1.0% 0.7% 0.5% 0.5% 0.5% 0.3% Expulsions Expulsion Rate 10-11 11 09 10 11 09 10 11 English 30 32 31 6 1 3 17 21 13 16 23 20 Mathematics 31 30 31 4 8 3 12 11 13 20 32 23 Science 32 31 34 2 4 - 14 9 9 16 32 22 Social Science 31 32 31 3 4 - 11 4 6 17 36 25 Attendance, tardy, and truancy policies are clearly stated, consistently enforced, and consequences are fairly administered. Parents/Guardians are advised of their responsibilities, including proper notification of when and why students are absent. The school staff makes daily phone calls to parents/guardians when children are absent. When a student has repeated tardies or unexcused absences a letter is mailed home, and a parent/guardian conference may be scheduled. Student Recognition Positive recognition creates a learning environment that fosters respect for the individual and promotes self-esteem. In addition to classroom prizes and verbal praise, the following awards and recognition programs are ongoing at Jehue Middle School: In the event of habitual truancy, students may be referred to the District’s School Attendance Review Board (SARB). The SARB is utilized when students have persistent attendance and behavior problems in school, and when the normal avenues Enrollment Trend by Grade Level of classroom, school, and district 2008-09 2009-10 2010-11 counseling are not effective. The chart illustrates the trend in 6th 498 485 449 enrollment at the school over the 7th 484 483 490 past three years. • Academic Achievement Awards • Perfect Attendance Awards • Honor Roll, Quarterly • Students-of-the-Month • California Standards Test (CST) Proficiency and Growth Recognition • Sports Recognition Pep Rallys 8th Extracurricular & Enrichment Activities 503 500 481 School Leadership Students are encouraged to participate in academic and extracurricular activities, which are an integral part of the educational program. Students have access to the following activities, clubs, and programs: Leadership at Jehue Middle School is a responsibility shared among District administration, the principal, instructional staff, students, and parents/ guardians. Primary leadership duties at the school have been assumed by Principal Armando Urteaga. Prior to this position, Mr. Urteaga has served as Dean of Students and Assistant Principal at the middle school and high school levels. He is currently in his 14th year as a school administrator. Previously to this, Mr. Urteaga was a middle school teacher. • Anime Club • Jehue Drum Line • Associated Student Body (ASB) • Family Math & Literacy Nights • Family Science Nights • Basketball, Soccer, Volleyball, Flag Football, Track & Field, and Cheerleading • Parent Teacher Student Association (PTSA) Book Fair Staff members are encouraged to participate on various committees that make decisions regarding the priorities and direction of the educational plan. These teams ensure that instructional programs are consistent with students’ needs and comply with district goals. Avenues of opportunity include: Homework Homework is a fundamental part of the learning process that helps to develop academic and study skills, as well as promote student responsibility and self-discipline. Homework is assigned daily for all grade levels and major subject areas. Each teacher determines the appropriate level of homework for his or her students. Students are expected to complete their homework assignments in a timely manner and to the best of their ability. Parents/Guardians are encouraged to provide a supportive environment for homework activities and to review homework assignments with their child. • School Site Council • English Learner Advisory Committee (ELAC) • PTSA Parent & Community Involvement Parents/Guardians and the community are very supportive of the educational program at Jehue Middle School. Parents/Guardians are encouraged to become involved in their child’s education by volunteering at the school, participating in school activities, and joining school committees and councils. Contact Information Parents/Guardians who wish to participate in William G. Jehue Middle School’s leadership teams, school activities, or become a volunteer may contact the office at (909) 421-7377. The district’s website (www.rialto.k12. ca.us) provides a variety of resources for parents/guardians, students, and community members. William G. Jehue Middle School 10 School districts receive financial support from the state for the education of the students they serve based on how many students attend each day. Most importantly, attendance is critical to academic achievement. Student attendance is carefully monitored to identify those students exhibiting excessive absences. District 08-09 09 33+ Students School Enrollment & Attendance Suspensions & Expulsions Suspensions 11 21-32 Students By Subject Area The suspensions and expulsions table illustrates total cases for the school and District for all grade levels, as well as the percentage of total enrollment. Suspensions are expressed in terms of total infractions, not total number of students, as some students may have been suspended on several occasions. Expulsions occur only when required by law or when all other alternatives are exhausted. School 10 1-20 Students Parents/Guardians are asked to attend parent/guardian-teacher conferences and student/teacher success meetings as they are scheduled. Jehue Middle School also hosts workshops that help parents/guardians learn about school operations and how to assist in student success. 2 Published: February 2012 Counseling & Support Staff Teacher Evaluation & Professional Development In addition to academics, the staff strives to assist students in their social and personal development. Staff members are trained to recognize at-risk behavior in all students. The school values the importance of on-site counseling and has procedures in place to insure that students receive the services they need. Staff members are devoted to helping students deal with problems and assisting them to reach positive goals. The counselorto-pupil ratio is 1:473. The chart displays a list of support services that are offered to students. A constructive evaluation process promotes quality instruction and is a fundamental element in a sound educational program. Evaluations and formal observations are designed to encourage common goals and to comply with the state’s evaluation criteria and district policies. Temporary and probationary teachers are evaluated twice a year and tenured teachers are evaluated every other year. Evaluations are conducted by the principal, who has been trained and certified for competency to perform teacher evaluations. Evaluations are based on the “California Standards for the Teaching Profession,” which include the following: Engaging and Supporting all Students in Learning; Understanding and Organizing Subject Matter for Student Learning; Assessing Student Learning; Creating and Maintaining Effective Environments for Student Learning; Planning Instruction and Designing Learning Experiences for all Students; and Developing as a Professional Educator. Counseling & Support Services Staff Number of Staff Full Time Equivalent 3 3.0 Academic Counselor Adaptive PE Specialist 1 0.5 Community Liason 1 1.0 Health Clerk 1 1.0 Language Development Strategist (LDS) 1 1.0 Library Media Technician 1 1.0 Nurse 1 0.5 Psychologist 1 0.5 Resource Specialist Program (RSP) Teacher 3 3.0 RSP Aide 6 2.4 4.0 SDC Aide 4 Special Day Class (SDC) Teacher 2 2.0 Speech/Language/Hearing Specialist 1 0.5 Due to the state fiscal crisis, additional funding from the State of California that would provide an opportunity to offer district-wide professional development through “Buy Back Days” has not been available for the past three years. Rialto Unified School District (RUSD) has worked within the state fiscal crisis to provide an alternative plan of action for staff development, and has established a comprehensive District-wide Professional Development Center (PDC). The PDC provides ongoing staff development in a variety of formats throughout the school year (i.e. after school, on-site, weekends, and during instructional breaks). In addition to the PDC, teachers have access to online materials as another alternative professional development format. Finally, with district and union collaboration, early release/collaboration days have been established at secondary schools to support RUSD’s commitment to on-going professional development. For additional support in their profession, teachers may enlist the services of the District’s Beginning Teacher Support and Assessment (BTSA) support provider and/or the Peer Assistance and Review (PAR) Program. At-Risk Interventions Teacher Assignment Students who score “Below Basic” in English/language arts on standardized tests are served through the Language! Intervention Program throughout the school day. Math/English tutoring is also provided on an “as-needed” basis. Rialto Unified School District recruits and employs only the most qualified credentialed teachers. During the 2010-11 school year, Jehue Middle School staffed 59 fully certificated teachers who met all credential requirements in accordance with the state guidelines. English Learners (EL) Teacher Credential Status English Learner (EL) students designated as “Beginning,” “EarlyIntermediate,” and “Intermediate” are assigned to appropriately credentialed teachers and offered a Structured English Immersion Program. English Language Development (ELD) instructors, instructional aides, and English language support teachers provide additional assistance within these classrooms. “Early-Advanced” and “Advanced” EL students are placed within mainstream classrooms. School Gifted & Talented Education (GATE) 09-10 10-11 10-11 Fully Credentialed 55 58 59 1124 Without Full Credentials 2 0 0 1 Working Outside Subject 0 0 2 13 Teacher misassignments reflect the number of placements within a school for which the certificated employee in the teaching or services position (including positions that involve teaching English Learners) does not hold a legally recognized certificate or credential. The Gifted and Talented Education (GATE) Program is offered to students in grades six through eight who have been identified through testing and teacher recommendation. Jehue’s GATE students are offered an accelerated academic program that provides in-depth and rigorous coursework. Students are tested for the GATE Program at the beginning and the middle of the year, however teachers can recommend a student to the program at any time during the school year. Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year. For the 2011-12 school year, the most current available data are reported. Special Education Misassignments/Vacancies Students with special education needs are accommodated with a variety of options and in the least restrictive environment possible. An Individual Education Plan (IEP) is developed for any student with emotional, social, and/or developmental disabilities. The IEP defines the individualized instruction a special needs student will receive, which may include placement in a Special Day Class, the Resource Specialist Program, and/ or sessions with other members of the support staff. William G. Jehue Middle School District 08-09 3 09-10 10-11 11-12 Misassignments of Teachers of English Learners 0 0 0 Misassignments of Teachers (other) 0 0 0 Total Misassignments of Teachers 0 0 0 Vacant Teacher Positions 0 0 0 Published: February 2012 Highly Qualified Teachers The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as “Highly Qualified” no later than the end of the 2006-07 school year. Minimum qualifications include: possession of a Bachelor’s Degree, possession of an appropriate California teaching credential, demonstrated competence in core academic subjects. NCLB Compliant Teachers % of Core Academic Courses Taught By NCLB Compliant Teachers % of Core Academic Courses Taught By Non-NCLB Compliant Teachers School 95.5% 4.5% District 99.3% 0.7% High-Poverty Schools in District 99.6% 0.4% Low-Poverty Schools in District N/A N/A Student Achievement & Testing Rialto Unified School District has developed a comprehensive assessment and accountability plan to ensure that information regarding student performance is used to continuously improve the instructional program and to communicate with parents/ guardians about their child’s achievement. In addition to the Standardized Testing and Reporting (STAR) Program, teachers utilize district Benchmark Assessments, classroom observations, class work, homework, report cards, and Renaissance Learning Solutions reports to determine whether each student is performing below, at, or above grade level standards. English Learner (EL) students take the California English Language Development Test (CELDT) every year until they have been re-classified as “English proficient.” Some learning-disabled students take the California Alternative Performance Assessment (CAPA) in lieu of the California Standards Test (CST). California Standards Test (CST) The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/ language arts, mathematics, social science, and science, for the most recent three-year period. The second table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov. California Standards Test (CST) Subject School English/Language Arts District State 2009 2010 2011 2009 2010 2011 2009 2010 2011 40 41 43 37 40 42 50 52 54 Mathematics 28 35 35 33 37 38 46 48 50 Science 43 57 57 40 46 52 50 53 56 History/Social Science 30 31 36 27 29 36 41 44 48 *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. California Standards Test (CST) Subgroups Subject English/ Language Arts Mathematics Science History/ Social Science District 42 38 52 36 School 43 35 57 36 African American/ Black 44 27 43 36 American Indian Asian * * * * 64 45 * * Filipino 94 83 * * Hispanic or Latino 42 35 57 34 Pacific Islander White * * * * 48 43 79 67 Males 38 32 59 38 Females 48 39 56 33 Socioeconomically Disadvantaged 44 36 59 36 English Learners 8 9 24 8 Students with Disabilities 22 8 25 3 *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. William G. Jehue Middle School 4 Published: February 2012 Adequate Yearly Progress (AYP) No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for mathematics and English/language arts (ELA) by 2014. Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal. The Federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements: Adequate Yearly Progress (AYP) • Participation rate on the state’s standards-based assessments in ELA and mathematics. • Percent proficient on the state’s standards-based assessments in ELA and mathematics. • API as an additional indicator. • Graduation rate (for secondary schools). There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students would also be allowed to transfer to schools (within their district) that have met their AYP, and the former school would be required to provide the transportation to the new site. Results of school and district performance are displayed in the table. School Made AYP Overall District No English Language Arts Participation Rate Percent Proficient Met AYP Criteria No Mathematics English Language Arts Mathematics Yes Yes Yes Yes No No No Yes Yes Graduation Rate N/A Yes Academic Performance Index (API) The Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance and progress of individual schools in California. The state has set 800 as the API score that schools should strive to achieve. Statewide Rank: Schools receiving an API Base score are ranked in ten categories from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school). Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to similar schools. The first table displays the school’s statewide and similar schools’ API ranks and API point changes by student group. “C” means the school had significant demographic changes and will not have any growth or target information. The second table displays, by student group, the 2011 Growth API at the school, district, and state level. School All Students at the School District Growth Score Number of Students Growth Score 1,343 753 18,885 746 4,683,676 778 Black or African American 98 734 2,688 712 317,856 696 Asian Filipino 22 849 193 852 398,869 898 17 951 101 895 123,245 859 1,144 750 14,686 747 2,406,749 729 47 757 942 783 1,258,831 845 1,340 753 18,805 739 2,731,843 726 English Learners 572 731 7,606 726 1,521,844 707 Students with Disabilities 127 528 1,825 547 521,815 595 Socioeconomically Disadvantaged 2009 2010 2 4 4 Similar Schools 1 5 3 08-09 09-10 10-11 Group All Students at the School Actual API Change 54 17 C Black or African American Actual API Change 71 22 - 15 C Hispanic or Latino Actual API Change 53 Socioeconomically Disadvantaged State Growth Score White 2008 Statewide 51 14 C 17 C English Learners Number of Students Hispanic or Latino API School Results Actual API Change Growth API Number of Students No API School Results Actual API Change 51 Students with Disabilities Actual API Change - - C Physical Fitness In the spring of each year, the school is required by the state to administer a physical fitness test to all seventh grade students. The physical fitness test measures each student’s ability to perform fitness tasks in six major areas: Aerobic Capacity, Body Composition, Abdominal Strength, Trunk Extension Strength, Upper Body Strength, and Flexibility. Students who either meet or exceed the standards in all six fitness areas are considered to be physically fit or in the “healthy fitness zone” (HFZ). William G. Jehue Middle School 5 Percentage of Students in Healthy Fitness Zone 2010-11 Grade Level Four of Six Standards Five of Six Standards Six of Six Standards 7 21.6% 14.3% 27.7% *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. Published: February 2012 District Core Values EXCELLENCE: We strive towards excellence in our pursuit of student achievement. ACCOUNTABILITY: We are responsible for unleashing the maximum potential of each student, recognizing that our roles are critical in their success. DIVERSITY: We embrace and celebrate the diversity, history and collective cultures in our community. INTEGRITY: We respect and value our relationships based on honesty and compassion, and we are transparent in our actions. COMMUNITY: We build positive partnerships for the benefit of our students and community. SAFETY: We provide a safe educational environment. Federal Intervention Programs Federal Intervention Program School Schools and districts receiving Federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Program Improvement (PI) Status First Year in PI Year in PI (2011-12) District In PI In PI 2003-2004 2004-2005 Year 5 Year 3 # of Schools Currently in PI - 11 % of Schools Identified for PI - 36.67% Textbooks & Instructional Materials Pursuant to the settlement of Williams vs. the State of California, Rialto Unified School District held a public hearing to determine whether or not each school had sufficient and good quality textbooks, instructional materials, and/or science laboratory equipment. The date of the most recent resolution of the sufficiency of textbooks is August 24, 2011. District-Adopted Textbooks All students, including English Learners, are required to be given their own individual textbooks and/or instructional materials (in core subjects), for use in the classroom and to take home if necessary. Additionally, all textbooks and instructional materials used within the district must be aligned with the California State Content Standards and frameworks, with final approval by the Board of Education. The table displays information collected in September 2011 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school. Additional Internet Access/Public Libraries For additional research materials and Internet availability, students are encouraged to visit the public libraries located in the cities of Rialto and Colton, which contain numerous computer workstations. Grade Levels Subject Publisher Adoption Year Sufficient % Lacking 6th-8th ELD Hampton Brown 2002 Yes 0.0% 6th-8th Health MacMillan/ McGraw Hill 2006 Yes 0.0% 6th-8th History/Social Science McDougal Littell 2006 Yes 0.0% 6th-8th Mathematics Holt, Rinehart & Winston 2008 Yes 0.0% 6th-8th Reading Language Arts Prentice Hall 2002 Yes 0.0% 6th-8th Science Prentice Hall 2008 Yes 0.0% 6th-8th Visual and Performing Arts Davis Publications 2007 Yes 0.0% For a complete list, visit http://www.axiomadvisors.net/livesarc/ files/36678506114920Textbooks_1.pdf Library Information & Computer Resources The school’s library, staffed by a full-time library media technician, is stocked with thousands of educational and recreational books, video- and audiotapes, periodicals, and reference materials. Students visit the library on a regular basis with their classes and are encouraged to visit before school and during breaks. Five computer workstations within the library are connected to the Internet so students are able to access resources and information online. Computer skills and concepts integrated throughout standard curriculum prepare students for technological growth and opportunities. Each classroom contains an average of six Internet-connected computers. Students also have weekly access to three computer labs, which house a combined total of 102 workstations. Students receive computer-assisted instruction on Accelerated Math, as well as software that helps to develop critical thinking skills, mathematical proficiency, and word processing abilities. Science Laboratory Equipment Jehue Middle School stocks an adequate supply of Science Laboratory Equipment for its students. Inventory includes, but is not limited to, microscopes, slides, ring stands, clamps, support rings, utility clamps, test tubes, test tube holders, test tube brushes, crucible tongs, flasks, beakers, and Bunsen burners. Specific equipment exists for the Earth Science, Life Science, and Physical Science courses. Software for labs and lab demonstrations has also been provided for all 6th, 7th, and 8th grade courses. Every science teacher has also been provided a laptop and projector to utilize in the science classroom from grant monies. For a complete listing of inventory, please contact the school office at (909) 421-7377. Curriculum Improvement Jehue Middle School’s curriculum is written in compliance with the state framework and model curriculum standards dictated by the California Department of Education. The District’s Curriculum Committee is the primary leadership team responsible for monitoring and evaluating the curriculum. Decisions concerning curriculum improvement are then made through a collaborative effort among school representatives, ensuring that all changes are schoolwide, not isolated to a single class or grade. William G. Jehue Middle School 6 Published: February 2012 School Facilities Jehue Middle School, originally constructed in 1998, is currently comprised of 45 permanent classrooms, ten portable classrooms, a parent center, a cafeteria/multipurpose room, a library, three computer labs, a staff room, a gymnasium, an athletic field, and administrative offices. The chart displays the results of the most recent school facilities inspection as of November 2011. Any deficiencies listed in the chart are added to the work order process when time and funding is available. School Safety The safety of students and staff is a primary concern of William G. Jehue Middle School. All visitors to the campus must sign in at the office and wear a visitor’s pass at all times. Supervision is provided to ensure the safety of each student before school, during breaks, at lunch, and after school. Supervision is a responsibility shared among parent/guardian volunteers, teachers, and administrators. To further safeguard the well-being of students and staff, a comprehensive School Site Safety Plan has been developed by the School Site Council. The Safety Plan was most recently updated in March 2011; any revisions and updates are reviewed immediately with the staff. Key elements of the Safety Plan focus on the following: • School rules & procedures • Disaster procedures/routine & emergency drills • Current status of school crime • Notification to teachers • Child abuse reporting procedures • School-wide dress code • Policies related to suspension/expulsion • Sexual harassment policy • Safe ingress & egress of pupils, parents/guardians, & school employees The school is always in compliance with the laws, rules, and regulations pertaining to hazardous materials and State earthquake standards. Safety drills, including fire, earthquake, and code yellow, are held monthly. Cleaning Process The school provides a safe and clean environment for students, staff, and volunteers. The district’s Board of Education has adopted cleaning standards for all schools in the district. School Facility Conditions Date of Last Inspection: 09/07/2011 Overall Summary of School Facility Conditions: Good Items Inspected Facility Component System Status Good Systems (Gas Leaks, Mech/HVAC, Sewer) X Interior X Cleanliness (Overall Cleanliness, Pest/ Vermin Infestation) X Electrical Fair Poor B-Wing/Hallway - Graffiti etched on glass. (Remedied 9-7-11). X Restrooms/Fountains X Safety (Fire Safety, Hazardous Materials) X Structural (Structural Damage, Roofs) X External (Grounds, Windows, Doors, Gates, Fences) X Deficiency & Remedial Actions Taken or Planned E-8 - Ceiling lamp burned out. (Remedied 9-7-11). E-Wing/Girls Restroom - Ceiling lamp burned out. (Remedied 9-7-11). F-19 - Ceiling lamp burned out. (Remedied 9-7-11). F-Wing/Boys Restroom - Ceiling lamp burned out. (Remedied 9-7-11). F-Wing/Girls Restroom - Ceiling lamp burned out. (Remedied 9-7-11). F-7 Ceiling lamp burned out. (Remedied 9-7-11). Boys Locker Room - Ceiling lamp burned out. (Remedied 9-7-11). Girls Locker Room - 3 ceiling lamps burned out. (Remedied 9-7-11). E-Wing/Boys Restroom - Graffiti etched on entry door. (Remedied 9-7-11). G-Wing/Girls Restroom Handicap toilet leaks/flush valve (Remedied 9-7-11). Basic cleaning operations are performed on a daily basis throughout the school year with emphasis on classrooms and restrooms. A joint effort between students and staff helps keep the campus clean and litter-free. The principal works daily with the school’s custodial staff to develop sanitation schedules that ensure a clean, safe, and functional learning environment. Maintenance & Repair A scheduled maintenance program is administered by the school’s custodial staff on a regular basis, with heavy maintenance functions occurring during vacation periods. Additionally, a scheduled maintenance program is administered by Rialto Unified School District to ensure that school grounds and facilities remain in excellent repair. A work order process is used when issues arise that require immediate attention. Emergency repairs are given the highest priority; repair requests are completed efficiently and in the order in which they are received. Deferred Maintenance Budget The district participates in the State School Deferred Maintenance Program, designed to assist school districts with expenditures for major repair or replacement of existing school building components. Typically this includes roofing, plumbing, heating electrical systems, interior or exterior painting, and floor systems. In 2011-2012, the district did not allocate additional funds towards the deferred maintenance budget as allowed per statue revisions made by the state legislature at the beginning of the 2009-2010 fiscal year. During the 2011-2012 school year, the district’s governing board approved deferred maintenance projects for the school, including asphalt/concrete repairs and replacement and phone/intercom equipment upgrade. William G. Jehue Middle School 7 Published: February 2012 Teacher & Administrative Salaries The table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the district’s budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE website, www.cde.ca.gov. Average Salary Information Teachers - Principal - Superintendent 2009-10 District State Beginning Teachers $45,996 $42,017 Mid-Range Teachers $70,584 $67,294 Highest Teachers $91,139 $86,776 Elementary School Principals $106,103 $108,534 Middle School Principals $114,129 $112,893 High School Principals $116,371 $123,331 Superintendent $225,000 $226,417 Salaries as a Percentage of Total Budget Teacher Salaries 40.0% 39.4% Administrative Salaries 6.2% 5.3% School Site Teacher Salaries The table illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state (based on fiscal year 2009-10 financial statements). Average Teacher Salaries School & District School $67,984 District $70,800 Percentage of Variation -3.98% School & State All Unified School Districts $69,207 Percentage of Variation -1.77% District Expenditures & Revenue Sources Expenditures per Pupil The expenditures per pupil data is based on 2009-10 fiscal year audited financial statements. The table reflects the direct cost of educational services, per average daily attendance, excluding food services, facilities acquisition and construction, and certain other expenditures. This calculation is required by law annually and is compared with other districts state-wide. In addition to general state funding, Rialto Unified School District received state and federal categorical funding for the following support programs: • Title I, Part A, Educationally Disadvantaged Children • Title II, Part A, Teacher/Principal Training and Recruiting • Title III, LEP Student Program • Title IV, Part A, Safe and Drug Free Schools and Communities • Title V, Innovative Programs • Economic Impact Aide (EIA) - Limited English Proficient School Total Expenditures Per Pupil $5,363 From Restricted Sources $1,177 From Unrestricted Sources $4,186 District From Unrestricted Sources $4,430 Percentage of Variation between School & District -5.51% State From Unrestricted Sources $5,455 Percentage of Variation between School & State -23.25% Data Sources Data within the SARC was provided by Rialto Unified School District, retrieved from the 2010-11 SARC template, located on Dataquest (http://data1.cde. ca.gov/dataquest), and/or Ed-Data website. Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention. Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools. William G. Jehue Middle School 8 Published: February 2012
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Harold L. Cebrun, Sr., Ph.D.
Superintendent